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Nomen est omen: Investigating the dominance of nouns in word comprehension with eye movement analyses

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Furtner M., Rauthmann J., Sachse P.

Advances in Cognitive Psychology

2009

vol. 5

91-104

Although nouns are easily learned in early stages of lexical development, their role in adult word and text comprehension remains unexplored thus far. To investigate the role of different word classes (open-class words: nouns, adjectives, verbs; closed-class words: pronouns, prepositions, conjunctions, etc.), 141 participants read a transposed German text while recording eye movements. Subsequently, participants indicated words they found difficult and reproduced the story. Then, participants were presented an untransposed text version while also tracking eye movements. Word difficulty, subjectively assessed by an interview and objectively by eye movement criteria (general fixation rate, number of fixations on specific words), text comprehension scores, and regressive fixations from one word class to another in the transposed text indicated that the noun was the most influential word class in enhancing the comprehension of other words. Developmental, intercultural, and neurophysiological aspects of noun dominance are discussed.

Slovní druh jako základní jazykovědný a didaktický pojem

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Klímová K.

Kształcenie Językowe

2017

vol. 15 (25)

41-53

the beginning of the article deals with a word class as a linguistic term. The emphasis is put on its application in both semantic and formal morphology, in lexicology, word formation and syntax. We pay attention to the fact that word classes are not disjunctive groups; it means that there are many words that convert from one word class to another one. In the second part of the contribution, we focus on the meaning of word classes for teaching at primary school, especially at the lower grade. The emphasis is put on three basic functions of words, the semantic, form and syntactic one, whose features are principal components for a definition of a word class. The attention is paid to the last curricular document, i.e. Framework Education Programme for Elementary Education, which was introduced into the education system in 2006/2007. We focus on the position of curriculum about word classes in this document. Finally, we offer possibilities of illustrative tasks that may be used when introducing Primary School Standards and that have been created on the basis of Bloom’s taxonomy (minimal, optimal and excellent level). All of the exemplary tasks relate to the curriculum about word classes at lower primary school.

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1 Advances in Cognitive Psychology

1 Kształcenie Językowe

1 Furtner M.

1 Klímová K.

1 Rauthmann J.

1 Sachse P.

1 2017

1 2009

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Nomen est omen: Investigating the dominance of nouns in word comprehension with eye movement analyses

Slovní druh jako základní jazykovědný a didaktický pojem